發(fā)布時(shí)間：2018-05-02 16:13

  本文選題：小學(xué) + 英語(yǔ)��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：英語(yǔ)課堂上的教師話語(yǔ)有著特殊的涵義,在課堂上起著雙重作用。它既是教師進(jìn)行英語(yǔ)教學(xué)所使用的媒介語(yǔ)言,又是學(xué)生學(xué)習(xí)的目標(biāo)語(yǔ)言;既幫助教師組織教學(xué),又對(duì)學(xué)生習(xí)得語(yǔ)言提供了示范。教師話語(yǔ)有效與否,直接影響到課堂教學(xué)能否促進(jìn)學(xué)生的學(xué)習(xí),特別是有效地幫助學(xué)生建構(gòu)知識(shí)。所以研究教師話語(yǔ)能讓我們更好地了解課堂教學(xué)的實(shí)際情況,為我們研究教師發(fā)展提供有力依據(jù)。本研究從教師話語(yǔ)的有效性出發(fā),從量和質(zhì)兩個(gè)角度來(lái)分析小學(xué)英語(yǔ)教師話語(yǔ),旨在更好地了解教師話語(yǔ)的質(zhì)量和效果,改善師生課堂關(guān)系,改進(jìn)教學(xué)方法,實(shí)現(xiàn)高效課堂。在本文中,筆者將采用課堂觀察的方法,采用定性和定量相結(jié)合的手段,對(duì)本校四名英語(yǔ)教師的十八節(jié)課進(jìn)行課堂實(shí)錄并研究,旨在解決以下三個(gè)問(wèn)題,即:小學(xué)英語(yǔ)課堂中教師話語(yǔ)的類型有哪些?小學(xué)英語(yǔ)教師話語(yǔ)存在那些問(wèn)題?如何提高教師話語(yǔ)的有效性?本研究根據(jù)教師話語(yǔ)的不同種類進(jìn)行有目的觀察,重點(diǎn)選取教師的提問(wèn)語(yǔ)、指令語(yǔ)和評(píng)價(jià)語(yǔ)進(jìn)行觀察,并對(duì)教師進(jìn)行個(gè)案研究,總結(jié)教師話語(yǔ)需要注意的問(wèn)題。筆者借鑒了前人經(jīng)驗(yàn)并結(jié)合教學(xué)一線的親身實(shí)踐,認(rèn)為在研究教師話語(yǔ)有效性時(shí),除了考慮英語(yǔ)教師課堂話語(yǔ)的真實(shí)性、互動(dòng)性、邏輯性和規(guī)范性外,還應(yīng)關(guān)注教師話語(yǔ)的階段性特征。筆者分析比較了六位教師課堂語(yǔ)言情況,發(fā)現(xiàn)以下問(wèn)題發(fā)生率較高,首先,在教師課堂話語(yǔ)的真實(shí)性方面,存在教師使用一些在真實(shí)語(yǔ)言交際中不存在的語(yǔ)言。第二,在互動(dòng)性方面,存在學(xué)生出現(xiàn)錯(cuò)誤時(shí)教師提供反饋不及時(shí)、不能合理分配話輪、師生互動(dòng)性不高或雙邊交流不順暢等問(wèn)題。第三,在邏輯性方面,有的教師相鄰幾句話之間沒(méi)有必然的邏輯關(guān)系或前后不一致,教師在說(shuō)話的過(guò)程中插入話題以外的內(nèi)容。第四,在規(guī)范性方面,教師語(yǔ)音語(yǔ)調(diào)不準(zhǔn)確,有時(shí)說(shuō)錯(cuò)語(yǔ)法,教師的指令語(yǔ)不清晰、語(yǔ)言冗余以及使用不符合學(xué)生實(shí)際語(yǔ)言水平的語(yǔ)言。第五,在階段性方面,教師話語(yǔ)不符合學(xué)生的年齡特點(diǎn)如使用抽象、超出學(xué)生認(rèn)知水平的話語(yǔ),為學(xué)生的理解造成困擾。鑒于此,筆者提出小學(xué)英語(yǔ)教師話語(yǔ)改進(jìn)策略,一是教師應(yīng)精心設(shè)計(jì)課堂話語(yǔ),教師話語(yǔ)應(yīng)真實(shí)、簡(jiǎn)潔、生動(dòng),符合小學(xué)生的認(rèn)知水平和個(gè)性特點(diǎn)。二是要善于學(xué)習(xí),提高教師話語(yǔ)的有效性。三是嘗試使用韻律性語(yǔ)言,提高教師話語(yǔ)的趣味性。四是要多提供開(kāi)放式問(wèn)題,實(shí)現(xiàn)教師話語(yǔ)的多樣化。規(guī)范簡(jiǎn)潔、有邏輯性、趣味性、多樣化的教師話語(yǔ)是今后小學(xué)英語(yǔ)教師努力的方向。
[Abstract]:Teacher talk in English classroom has a special meaning and plays a dual role in class. It is not only the medium language used by teachers in English teaching, but also the target language for students to learn. It not only helps teachers organize teaching, but also provides a model for students to acquire language. Whether teacher talk is effective or not has a direct impact on whether classroom teaching can promote students' learning, especially to help students construct knowledge. Therefore, the study of teacher talk can help us better understand the actual situation of classroom teaching and provide a strong basis for us to study the development of teachers. Based on the validity of teacher talk, this study analyzes the teacher discourse in primary school from the perspective of quantity and quality, in order to better understand the quality and effect of teacher talk, improve the classroom relationship between teachers and students, improve teaching methods, and realize efficient classroom teaching. In this paper, the author will adopt the method of classroom observation and the combination of qualitative and quantitative methods to record and study the 18 classes of four English teachers in our school in order to solve the following three problems. That is, what are the types of teacher talk in primary English classroom? What are the problems in primary school English teacher talk? How to improve the effectiveness of teacher talk? According to the different types of teacher discourse, this study focuses on the teachers' questioning language, instruction language and evaluation language, and makes a case study of teachers to summarize the problems that teachers should pay attention to. The author draws lessons from the previous experience and practice in front of the teaching line, and holds that in studying the validity of teacher discourse, we should not only consider the authenticity, interactivity, logicality and normality of the classroom discourse of English teachers, but also consider the validity of the classroom discourse of English teachers. Attention should also be paid to the stage characteristics of teacher talk. The author analyzes and compares the six teachers' classroom language, and finds that the following problems have a high incidence. Firstly, there are some languages that teachers use in real language communication in terms of the authenticity of the teacher's classroom discourse. Secondly, in the aspect of interaction, there are some problems, such as the teacher can't provide feedback in time when students make mistakes, they can't allocate the round reasonably, the interaction between teachers and students is not high, or the bilateral communication is not smooth, and so on. Thirdly, in the aspect of logic, some teachers have no necessary logical relation or inconsistency between several adjacent sentences, and the teachers insert the content outside the topic in the process of speaking. Fourthly, in the normative aspect, the teacher's pronunciation and intonation are inaccurate, sometimes wrong grammar, the teacher's command language is not clear, the language is redundant, and the language that does not accord with the students' actual language level is used. Fifth, in the aspect of stages, teachers' discourse does not accord with the students' age characteristics, such as using abstract words, which is beyond the level of students' cognition, which causes trouble to students' understanding. In view of this, the author puts forward the improvement strategies of primary school English teachers' discourse. Firstly, teachers should carefully design the classroom discourse, and the teacher's discourse should be true, concise and vivid, in line with the pupils' cognitive level and personality characteristics. Second, we should be good at learning and improve the effectiveness of teacher talk. Third, try to use prosodic language to improve the interest of teacher talk. Fourth, it is necessary to provide more open questions, to achieve the diversity of teacher discourse. Standardized, concise, logical, interesting and diversified teacher talk is the direction of primary school English teachers' efforts in the future.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.31

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